Global learning examples A: Developing an understanding of other countries The samples of work in this presentation were submitted by these schools as part of their applications for the Geography Quality Mark in 2016: Blackpool Aspire School; Cardinal Allen Catholic High School; Chislehurst School for Girls; Collyer’s School; St. Thomas the Apostle College; Upper Wharfedale School; Witton Park School. Geography Quality Marks: http://www.geography.org.uk/cpdevents/qualitymarks/#top Some slides in this presentation reference the Geography Quality Mark Standards

Criterion A1 a) Knowledge and understanding of diverse places … and key concepts e.g.interdependence and interconnections. St. Thomas the Apostle College – interesting place selection when planning the curriculum A1 a) Pupils have good knowledge and understanding, appropriate for their age, of diverse places, people, resources and natural and human environments, the Earth’s key physical and human processes and key geographical concepts such as interdependence and interconnections. The attached three examples of newspaper reports were written as part of the New India unit. It conveys the reasons why India has changed, and what impacts it has had on the people of India. Key terminology, including rural-urban migration and infrastructure were strongly encouraged.

This example illustrates a Year 7 piece of work which is a design of a sustainable building in Dubai. Year 7 had studied impossible places as a new unit and the challenges of living in places like Svalbard and building tourist attractions such as the skywalk over the Grand Canyon. Dubai was studied as a city that has experienced exponential growth despite it being located in a desert, including impacts, such as lack of fresh water, and other climate conditions. Seeking solutions to such challenges led to the design of sustainable buildings. Students were encouraged to be creative and descriptive as possible; this building illustrates key features such as the successful collection of rainfall. St. Thomas the Apostle College – interesting place selection when planning the curriculum A1 a) Pupils have good knowledge and understanding, appropriate for their age, of diverse places, people, resources and natural and human environments, the Earth’s key physical and human processes and key geographical concepts such as interdependence and interconnections.

Criterion A1 (c): attainment, progress and achievement in geography Cardinal Allen Catholic High School – independent enquiries into China and other locations A1(c): Pupils demonstrate a high level of skills specific to geography, such as enquiry and fieldwork, as well as independence and critical thinking in collaborative and independent contexts. They reach clear conclusions and are able to develop reasoned arguments to explain their findings and are able to work constructively with others. Evidence: Year 8 pupils’ work linked to China study. Pupils conducted an independent enquiry into an element of Chinese culture that they felt represented China the most. Pupils had to research into their chosen element, give reasoned arguments as to why they thought it represented China and offer conclusions as to why Chinese society values it. Evidence: Year 9 pupil’s work linked to development. Pupils conducted an independent enquiry into a country and reached a conclusion as to whether the country was an LEDC or MEDC based on the evidence that they collected.

Criteria A1c; A3a; B3a and B3d These are two examples of pieces of work from the Year 7 European Country project. The group who worked on Bosnia won the overall competition and the student who produced the annotated Swedish House was also highly commended. The winning group from each class are taking part in a Geography reward trip. Chislehurst School for Girls Geography Quality Mark samples for GLP 2016

Choosing places: Blackpool Aspire School Challenge is a key feature of the geography classroom and students are actively encouraged to not only participate in lessons, but also to suggest how lessons could be improved and what they would like to learn. As a result, lessons have been designed and taught on Dubai (tourism) and Australia (desert survival) as students have suggested places and themes they would like to know more about. Ideas and starting points for lessons often come from TV programmes that students have watched and the department works hard to use outside interests from students to develop lesson ideas; ranging from Top Gear in Botswana, to Red Bull mountain biking in the Favelas of Brazil, to Levison Wood’s ‘Walking the Himalayas’. There is a strong belief within the department that students need to ‘see’ geography, rather than learn from a text book. Engaging students via multi-media forms of learning allows learners to see the geographies in everyday life around the world. Blackpool Aspire School

B1 (a): innovative and imaginative approaches and resources Evidence: Key Stage 4 exam questions and Skype session with Birla High School, India Teachers have used innovative and imaginative resources in relation to skill based questions at Key Stage 4. Students were provided with a variety of skill based questions to complete in a timed relay system, working in teams to answer all the questions in the time; they were only given the next question after the previous had been answered accurately. This allowed pupils to understand the need to be accurate and of the time constraints when completing exam questions. Pupils took part in a Skype session with Birla High School in India discussing responses to Global Warming in the countries. This developed cross cultural links, allowed pupils to take the lead in their learning and enabled technology to aid in learning. Cardinal Allen Catholic High School – Skyping India and developing project work as a result. B1(a): Teaching makes use of a wide range of innovative and imaginative approaches and resources.

B1 (b): links with the wider world and enrichment activities Emails organising geography project with Birla High School, India Year 8 pupils were given the opportunity to write travel blogs about places in the UK that they have visited and would recommend that pupils from Birla High School should visit. Pupils from India completed the same activity and the information was shared via skype conversations and emails. This allowed pupils in both countries to understand more about the wider world around them and understand more about another country. Photographs showing pupil exchange visit to Birla High School, India Pupils in Year 9 are involved in an international exchange with pupils from Birla High School in India, forging links with other cultures and gained a first hand experience of the wider world through a range of enrichment activities. Pupils stayed with local families, learning about the Indian way of life and culture, and took part in a range of school activities. Pupils completed work about global warming and climate change in groups with pupils from Birla, explaining how they believed each of the countries may be affected differently. Pupils from Cardinal Allen were also able to tell younger pupils at the school about life in the UK and share their experiences of the wider world. Pupils learned more about the wider world though levels of development and explored how and why countries around the world sometimes have less resources than others. Pupils presented the school with sports clothing and equipment. Cardinal Allen Catholic High School – deeper connections with India

Schools Invited to Worldwise Quiz Cardinal Allen Highfield Baines Hodgson Montgomery Fleetwood High St Marys Millfield St Georges St Aidans Worldwise Quiz at Cardinal Allen: a good way to explore links and connections through the rounds of the questions that are provided – all SGQM schools could consider running and hosting one of these, or taking part in one nearby Building world knowledge by participating in a GA ‘Worldwise’ event On the 6th July 2016, the Geography department at Cardinal Allen hosted a local geography worldwise quiz competition for local secondary schools in association with the GA. Teams of three from each school competed against each other in a series of geography based question rounds.

B1b : evidence of links with the wider world and enrichment activities. Students are encouraged to read more widely around the subject. This is promoted through a regularly updated ‘Geography News’ board in the department, and regular notices about topical articles and programmes of interest shared via the online VLE. Geography News board. VLE and additional reading for Collyer’s School students to encourage deeper engagement with places, and sharing online A screenshot of the A2 student VLE news forum and the link to the article of interest.

B2b : high expectations and progression to make sense of a complex and dynamic world. Excerpts from lesson PowerPoints Screenshot from an AS scheme of work Students’ preconceptions are challenged through class discussions in order to develop understanding of a complex world. High end learning at Collyer’s School B2b : Teachers have high expectations and strategies are used to support progression in geographical vocabulary, knowledge, understanding, skills and values to enable pupils to make sense of a complex and dynamic world and address misunderstandings.

Student write-up following an extra- curricular Geography talk. Collyer’s School introducing its students to experts to get fresh perspectives on other places B1b: There is evidence of links with the wider world and enrichment activities. The talks allowed students to understand how the Geography learnt in school can apply to the wider world.

B1d : interest, a sense of wonder, curiosity and fascination about the world.. Witton Park School also used GeoGuessr to develop locational thinking and skill of looking for evidence in mapping and imagery B1d: Tasks are designed to stimulate interest, a sense of wonder, curiosity and fascination about the world. Geoguessr

B1a: Teaching makes use of a wide range of innovative and imaginative approaches and resources. We see a lot of uses of Twitter and other social media to connect schools. At Upper Wharfedale School, the department’s Facebook page, Instragram account and school Twitter feed show a number of innovative lessons and activities. But please note that if you refer to the use of Social media, we will check the accounts as part of the moderation process. We would expect to see an updated Twitter page, with recent tweets and connections being made if you have mentioned that specifically in your evidence folder. The more creative and valuable this is being used, the better it represents your stated ambitions for its use. We would expect to see departments FOLLOWING plenty of relevant accounts even if you don’t have too many followers yourself.

Upper Wharfedale School included plenty of images of student work like this to show the variety of approaches used.

We found that many schools in the 2016 cohort were exploring some degree of school linking. This was helpful in exploring the nature of stereotypes which might exist (on both sides), especially when connected to the geography curriculum. There are opportunities for schools to be involved in this such as eTwinning or as a partner in an ERASMUS funded project.